Suchergebnisse

Hope takes on particular significance at this historical moment, which is defined by the prospect of a climate-altered future. Young people (aged 18–29) from climate action groups in New Zealand were interviewed about how they perceived the future. Deploying a unique combination of conceptual tools and in-depth analysis of a small set of interviews, I explore young New Zealanders' complex relationships with despair and hope. Paulo Freire claimed his despair as a young man 'educated' what emerged as hope. I extend Freire's concept in two ways by considering: (a) how hope might also 'educate' despair and (b) how hope and despair might operate at a collective level, drawing on Rosemary Randall's psychotherapeutic analysis of societal responses to climate change. Participants identified collective processes as generating hope. Collectivizing hope and despair is important so that young people do not feel climate change is only their burden to solve.

Research with mothers who snowboard generated emotionally rich data. In this article, we make the case for combining diaries and interviews in research concerned with understanding the fluid and complex nature of emotions and subjectivities. The diary-interview method can also enable participants to exert greater influence over the interview agenda than they might if they simply engaged in a one-off interview. In the first part of the article, we provide an overview of the literature about the use of diaries in research before discussing the combination of diary and interview. In the second part of the article, we draw on the data produced by one participant, to illustrate how the diary-interview method can facilitate the sharing and collection of emotional data, and provide a glimpse of the constitution of subjectivity. While we found that the diary-interview method proved insightful, we add a note of caution about the potential for intrusion and/or harm.

Geographies of children and young people is a rapidly emerging sub-discipline within human geography. There is now a critical mass of established academic work, key names within academia, growing numbers of graduate students and expanding numbers of university level taught courses. There are also professional training programmes at national scales and in international contexts that work specifically with children and young people. In addition to a productive journal of Children's Geographies, there's a range of monographs, textbooks and edited collections focusing on children and young people published by all the major academic presses then there is a substantive body of work on younger people within human geography and active authors and researchers working within international contexts to warrant a specific Major Reference Work on children's and young people's geographies. The volumes and sections are structured by themes, which then reflect the broader geographical locations of the research

Drawing on recent research that has highlighted both the heterogeneity and agency of youth, this paper reports on how young people experience and negotiate social relations and everyday spaces in a rural community. Taking a case from New Zealand, we consider the sites, activities and social negotiations young people encounter when considering their experiences of 'community'. These experiences include engagements with the social relations and spaces where young people feel marginalized and/or (sometimes simultaneously) included. We then argue that a 'politics of youth' can be read through the strategies young people select while engaging in social relations and activities within 'community'. We identify three different strategies to illustrate how young people engage with everyday spaces; make their <own fun>; and actively negotiate their diverse positions and experiences of 'community'.

In a broader research project about students' perceptions of their rights in New Zealand high schools, the first author conducted an interview with a group of students that was noticeably different from her interviews with groups of students at three other high schools. This article was prompted in the first instance by a sense of this 'noticeably different' interview being a 'failure' because of the limited spoken text elicited. In this article we demonstrate what we can learn from data regarding embodiment, the interview setting, silence, laughter and, in the process, we attempt to practise 'uncomfortable reflexivities' advocated by Pillow (2003). We argue that an apparently 'failed' interview has a great deal to teach us about the theory and practice of qualitative research and the tenuous nature of the production of knowledge. We finish by identifying how our experience of this 'failed' interview informs our current research.

We argue youth-led social justice movements are key sites for building collective hope in the face of the existential threats of colonisation, climate change and sexual violence. Building on the concepts of projective agency and affective scaffolding, we create an analytical framework to understand how collective hope was created and challenged in the work of six activist groups in Aotearoa New Zealand. The groups in our study encompassed a spectrum of intersecting causes – Indigenous rights, climate justice, feminist and queer rights, and social and economic justice. We attended campaigns and meetings and followed the groups' social media between 2018 and 2021, and conducted interviews with a total of 90 participants, asking about what inspired, and sustained, their activism. We found that activists created collective hope in the groups they were part of through being, and acting, together. The commitment to shared goals, a sense of community, a belief in mutual efficacy through democratic participation, and courage to take action are integral to building collective hope. To sustain a sense of projective agency in the face of intractable issues required a variety of strategies, including affective scaffolding and support, to keep moving forward.